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Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
Telecommunications Integration
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Telecommunications Integration

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University of Akron 5500:475

University of Akron 5500:475

Published in: Education, Technology, Business
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  • 1. Telecommunications Integration 5500:475 The University of Akron
  • 2. Email Integration <ul><li>Email has changed the way we communicate in print, because it is so quick, easy and convenient. </li></ul><ul><li>Email can be very formal (a business letter) or informal (a quick reminder memo). It can be long (contain an attachment) or very short (a note). </li></ul><ul><li>Email can also be used for very personal communications. </li></ul>
  • 3. Email Integration <ul><li>Students use language to understand, develop and communicate ideas and information and interact with others. </li></ul><ul><li>Students interact with people and cultures other than their own and are equipped to contribute to the global community. </li></ul>
  • 4. Email Skills <ul><li>Skills developed integrating Email in classroom: </li></ul><ul><li>1. Compose and send email </li></ul><ul><li>2. Make Folders and organize emails </li></ul><ul><li>3. Formalities and ettiquette when emailing </li></ul><ul><li>4. Changing fonts, text, and background in email </li></ul><ul><li>5. Replying and forwarding an email </li></ul><ul><li>6. Sending an Attachment </li></ul>
  • 5. Email Partners <ul><li>Classrooms from different schools worldwide are paired together to communicate via email. </li></ul><ul><li>Encourage the development of reading and writing skills while integrating Internet technology into the classroom curriculum. </li></ul>
  • 6. Email Partners <ul><li>Monster Exchange </li></ul><ul><ul><li>Students in each classroom are split into groups, each of which designs an original picture of a monster. The students must then write a description of the monster. The partnered classes then exchange their descriptions via e-mail and the Internet. </li></ul></ul><ul><li>ePals </li></ul><ul><ul><li>ePALS provides a large worldwide database of teachers who are interested in establishing an ePALS email exchange project with other teachers </li></ul></ul><ul><li>Book Raps </li></ul><ul><ul><li>A Book Rap is a guided discussion where individuals or groups can respond to a thought-provoking question or comment about a book they have all read. Raps are suggested and coordinated by classroom teachers. </li></ul></ul>
  • 7. Chat &amp; Instant Messaging <ul><li>Instant messaging (IM) and chat are technologies that create the possibility of real-time text-based communication between two or more participants over the internet or some form of internal network/ intranet. </li></ul>SOURCE: http://en.wikipedia.org/wiki/Instant_messaging
  • 8. Chat &amp; Instant Messaging <ul><li>IMPORTANT: </li></ul><ul><ul><li>What separates chat and instant messaging from technologies such as e-mail is the perceived synchronicity of the communication by the user. </li></ul></ul><ul><ul><li>Chat happens in real-time before your eyes. </li></ul></ul>
  • 9. Chat &amp; Instant Messaging <ul><li>A few of the potential benefits of IM in the classroom </li></ul><ul><ul><li>Opportunity to bring real-world experts into the classroom (who wouldn’t otherwise be able to visit) </li></ul></ul><ul><ul><li>Opportunity to bring greater levels of interactivity and engagement into classroom lessons for students </li></ul></ul><ul><ul><li>Opportunity to use real-world tools students will use outside the classroom walls and in real life </li></ul></ul><ul><ul><li>Opportunity to contextually address and discuss Internet safety issues, appropriate use of IM technologies, etc. </li></ul></ul><ul><ul><li>Opportunities for students to learn and practice effective digital collaboration techniques. </li></ul></ul>SOURCE: http://www.speedofcreativity.org/2006/08/28/the-case-for-instant-messaging-in-the-classroom/
  • 10. Chat &amp; Instant Messaging <ul><li>Windows Live Messenger </li></ul><ul><ul><li>formerly MSN Messenger </li></ul></ul><ul><li>AIM </li></ul><ul><ul><li>AOL Instant Messenger </li></ul></ul><ul><li>Jabber </li></ul><ul><li>Yahoo! Messenger </li></ul><ul><ul><li>advertisement-supported instant messaging client </li></ul></ul>
  • 11. VoIP <ul><li>Voice over Internet Protocol </li></ul><ul><li>Technology that allows you to make voice calls using a broadband Internet connection instead of a regular (or analog) phone line. </li></ul>
  • 12. VoIP <ul><li>VoIP can allow you to make a call directly from a computer, a special VoIP phone, or a traditional phone connected to a special adapter. </li></ul><ul><li>Vonage </li></ul><ul><li>Lingo </li></ul><ul><li>Phone Power </li></ul>
  • 13. VoIM <ul><li>Voice over Instant Messaging (VoIM) presents VoIP as one communication mode among several, with an IM user interface (contact list and presence) as the primary user experience. </li></ul><ul><li>iChat </li></ul><ul><li>Skype </li></ul>
  • 14. Video Streaming <ul><li>Sequence of &amp;quot;moving images” sent in compressed form over the Internet. </li></ul><ul><li>Web user does not have to wait to download a large file before seeing the video or hearing the sound. </li></ul><ul><li>Media is sent in a continuous stream and is played as it arrives. </li></ul>SOURCE: http://searchunifiedcommunications.techtarget.com/sDefinition/0,,sid186_gci213055,00.html
  • 15. Video Streaming <ul><li>The user needs a player, which is a special program that uncompresses and sends video data to the display and audio data to speakers. </li></ul><ul><li>Usually sent from prerecorded video files, but can be distributed as part of a live broadcast &amp;quot;feed.&amp;quot; </li></ul>SOURCE: http://searchunifiedcommunications.techtarget.com/sDefinition/0,,sid186_gci213055,00.html
  • 16. Video Streaming <ul><li>Ustream.TV </li></ul><ul><ul><li>Live interactive video broadcast platform that enables anyone with a camera and an Internet connection to quickly and easily broadcast to a global audience of unlimited size. </li></ul></ul>
  • 17. Video Streaming <ul><li>Mogulus </li></ul><ul><ul><li>Use the Mogulus browser-based Studio application to create LIVE, scheduled and on-demand internet television to broadcast anywhere on the web through a single player widget. </li></ul></ul>
  • 18. Video Streaming <ul><li>Qik </li></ul><ul><ul><li>Web service that enables you to share moments of your life with your friends, family and the world - directly from your cell phone! </li></ul></ul>
  • 19. Final Thoughts <ul><li>These are examples of potentially “disruptive” educational technology tools because they can fundamentally change the teaching and learning environment. </li></ul><ul><li>Teaching and learning in the 21st Century can no longer be a traditional experience of “ sit and get. ” </li></ul>SOURCE: http://www.wtvi.com/TEKS/05_06_articles/skype-in-the-classroom.html
  • 20. Final Thoughts <ul><li>Teachers as well as students must strive to creatively employ technology tools to access , evaluate , synthesize and communicate information. </li></ul><ul><li>Only by engaging in this active process can “information” from the Internet be translated into “knowledge” in the minds of learners. </li></ul>SOURCE: http://www.wtvi.com/TEKS/05_06_articles/skype-in-the-classroom.html
  • 21. Final Thoughts <ul><li>Classroom teachers can leverage the potential of disruptive technologies like Skype to: </li></ul><ul><ul><li>increase student motivation to communicate with authentic audiences, </li></ul></ul><ul><ul><li>spend more time on assigned tasks, and </li></ul></ul><ul><ul><li>develop essential literacy skills needed for vocational and lifetime success in the twenty-first century. </li></ul></ul>SOURCE: http://www.wtvi.com/TEKS/05_06_articles/skype-in-the-classroom.html
  • 22. Final Thoughts <ul><li>This means: </li></ul><ul><ul><li>increasing student achievement, </li></ul></ul><ul><ul><li>while simultaneously encouraging students as well as teachers to engage in worthwhile and creative tasks. </li></ul></ul><ul><li>Twenty-first century educators should aspire for nothing less. </li></ul>SOURCE: http://www.wtvi.com/TEKS/05_06_articles/skype-in-the-classroom.html

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